Chapter 3: Integrating Technology and Media into Instruction: The
ASSURE Model
INSTRUCTOR NOTES
This chapter addresses ISTE Standards for Teachers 2, 4, and 5.
Chapter Goal
Use the ASSURE model to systematically plan lessons that effectively integrate classroom use of
technology and media.
Learning Outcomes
By the end of the chapter, your students should be able to do the following:
2. State the three primary types of information used to analyze learners and describe the role
of the information in the systematic planning process for learning.
4. Outline the procedures for selecting, modifying, and designing instructional strategies and
resources.
6. Describe and justify methods for eliciting student participation when using technology and
media during instruction.
7. Compare and contrast the techniques for evaluating student achievement, strategies, and
resources and for making data-based revisions.
Chapter Overview
Chapter 3 will introduce the ASSURE model to your students. The model is a simple, easy-to–
follow procedural guide for planning and conducting instruction that incorporates technology
and media. To illustrate how to use the six steps of the ASSURE model, the authors provide a
classroom case study. These steps taken together constitute a sample ASSURE lesson plan that
describes the instructional planning of actual classroom teachers. Lessons created with the
2. State Standards and Objectives
4. Utilize Resources
6. Evaluate and Revise
Using This Chapter
A key structural component of Chapter 3 is the Classroom Case Study video, which depicts a
lesson involving Ms. Tiare Ahu’s high school students creating year-end reflections for an
electronic portfolio. Ms. Ahu’s lesson is used to provide a real-world example for each step of
Professional Vocabulary
ASSURE MODEL– A six step instructional model that provides a systematic process for creating
learning experiences.
AUTHENTIC ASSESSMENT– Evaluation that is usually performance based and that requires students
to demonstrate their learning in a natural context.
CONATIVE SKILLS– The ability to understand, control, and interact with others.
INSTRUCTIONAL ACTIVITIES
Suggested Materials
1. Case study video for Chapter 3
3. Paper and drawing tools OR drawing software such as Microsoft Paint (Or have your
students search for a free Internet based drawing tool.)
Introduction
improve student learning. Direct your students to page 39 of the textbook for a one-page
overview of the six-step ASSURE model.
Analyze the Learners
Analyzing the learners is an important step of the ASSURE model because it allows the
instructors to gain a better understanding of the learners mindset prior to the lesson.
Suggested Activities.
1. View the case study video for this chapter and analyze Tiare Ahu’s learners. Throughout
the chapter there is additional case study information.
2. In small groups, have learners write questions that they would use to help them analyze
State Standards and Objectives
Suggested Activities.
2. Ask students to write objectives on a Google Doc anonymously prior to class time. In
3. As homework or as an in-class activity have students review the state content standards
4. Have your students create visual images that express the ideas presented in the ASSURE
model and see if they can generate other analogies. Use a mobile device to photograph
the visual analogies and post them to the class website. Alternatively, use drawing
software to create the visual analogies.
Example: Bridge Analogy
A good analogy to use when discussing the ASSURE model is that of building a bridge. Once
the audience has been identified and the standards and objectives stated, the teacher has
established the beginning (general characteristics and specific entry competencies) and the
ending (objectives) points of instruction. The job is now to build a “bridge” between these two
points. You can draw the end points on the whiteboard or overhead transparency. You can then
Select Strategies and Resources
Suggested Activities.
1. Discuss the strategies and resources selected by Tiare Ahu in the Chapter 3 case study
video. See page 50 of the text for more information.
2. Have your students use the Selection Rubrics to evaluate and select technology, media, or
materials that align with the objective they wrote at the beginning of the lesson. The
rubrics are designed around the following set of criteria:
o Alignment with standards, outcomes, and objectives
o Accurate and current information
o Age-appropriate language
Utilize Resources
Suggested Activities.
1. Discuss the case study video: How did Tiare Ahu utilize the “5 Ps” Process?
2. Ask students to locate examples of a resource for their own content area. In small groups,
3. The “Using Presentation Skills in the Classroom” feature provides important guidelines
Require Learner Participation
The authors discuss the importance of collaboration, communication, practice and feedback in
this section.
Suggested Activities.
2. Have your students research the term “active learning”, “student–centered learning”, and
other key words that require learners to participate. Students should share their findings
by defining the term, sharing a visual representation of the term, or by providing a lesson
example that requires learner participation.
Evaluate and Revise
In this section, the authors discuss how every portion of the lesson should be evaluated, from the
lesson design to the learners themselves. Often times, students understand the need to evaluate
their future learners but haven’t been taught about evaluating the learning strategies, resources,
etc.
Suggested Activities.
1. Discuss the rating form Tiare Ahu uses to evaluate her students’ Final Year Reflections in
the case study video.
3. Have students visit a website like http://rubistar.4teachers.org to create their own rubric
for evaluating the learners’ performance. In small groups, have students brainstorm
criteria for evaluating the learning strategies, resources, and teacher performance.
Students can discuss how it relates to the criteria identified in the textbook and/or how
the evaluation can be used to improve the lesson for the next set of learners (or
tomorrow’s lesson).
Questions for Thought
At the end of the chapter the authors have included a Professional Development section.
Included in those questions and activities are opportunities for students to reflect on their
learning. You might wish to expand their reflections by asking questions such as these:
1. Why do you think the ASSURE model is effective for planning and conducting
instruction that incorporates technology and media?
2. What are the most important learner characteristics to consider when designing
instruction for your students?
3. What are the pros and cons of using objectives during instruction?
4. What should be the relationship between your objectives and student assessment?
5. Why is learner participation an important aspect of instruction?
CHAPTER 3: ASSURE Classroom Case Study Video
Topic: Use of Electronic Portfolios
Teacher: Tiare Ahu
Grade: Ninth grade
Subject: English
Overview: The Chapter 3 case study contains a video of Tiare Ahu implementing the ASSURE
Classroom Example lesson described throughout the chapter. The video shows Tiare Ahu’s high
school English students using iMovie to edit digital video self-reflections and using
Dreamweaver software to add the self-reflections to their electronic portfolios. Throughout the
video, Ms. Ahu shares ideas and suggestions for using electronic portfolios to improve student
learning.
Using the Video for Classroom Activities
Following are questions from the “Integrating Technology and Media into Instruction” Video
section of Chapter 3 for students to consider while watching the video. This can be done as a
class or homework activity. The Class Activities are designed for use after students have viewed
the video.
Questions to Consider
Class Activities
• What reasons does Tiare Ahu provide
for using electronic portfolios?
• Ask students to discuss other reasons for
students using portfolios.
• What are the greatest benefits for
students completing written or video
reflections?
• Have student groups list benefits and then
share them with the class.
• If you could interview Tiare Ahu,
what questions would you ask?
• Student groups generate a list of interview
questions, then conduct “interviews” by
having one student assume the role of Tiare
Ahu and one the role of an interviewer.
• How could you use electronic
portfolios in your future classroom?
• Ask each student to generate a list of ways
they could use electronic portfolios with
their students. Then group students by
teaching area focus and share their ideas.
Classroom or Homework Activities
• Create an overview for using electronic portfolios with your class.
• Draft a storyboard to plan a digital movie explaining the purpose of an electronic
portfolio.